Journals

Journal of Clinical Speech and Language Studies

Volume 3 1993

Bilingualism and Aphasia: A review

Marian Brady

A brief look at the wide range of bilingual definitions circulating in the literature. The question of how to work within this extensively yet inaccurately defined area is raised, with specific reference to the study of aphasia in bilingual individuals. The basic patterns of language restoration following bilingual aphasia reported in the literature
are outlined. Recommended study and assessment methods in the field of bilingual aphasia are compiled from suggestions in the literature. The assessment procedures used in previous studies are critically reviewed.

Key words: bilingualism, aphasia.

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A Review of Pragmatic Perspectives on Early Language Development

Irene P. Walsh

This paper attempts to outline early language development from a pragmatic perspective. Such a perspective views the child as acquiring language in a use-oriented context, thus rendering the child's earliest linguistic attempts as being predominantly pragmatic in nature. The paper also attempts to
illustrate the valuable contribution that the subject area of pragmatics has to make to our overall understanding of the language acquisition process and early communication development in young children.

The purpose of this investigation was to determine whether pragmatic language difficulties in referential communication could be ameliorated by application of a brief, but directive, prompt and subsequently whether improved performance would generalise to a similar
situation employing novel stimuli. Ten high functioning autistic adolescents and young adults were matched for age, six, and language skill to normally developing subjects, and presented with a barrier game referential communication task. Significantly improved performance occurred
following administration of the prompt and was maintained in the generalisation condition. Maintained improved performance was interpreted as indicative of a difficult in initial spontaneous application of available skills (i.e., a performance problem) rather than a specific developmental
skill deficit (i.e. a competence problem).

An Appraisal of Current Teaching of Anatomy to Clinical Speech and Language Students

Catherine H. Horner

The relevance of pre-clinical subject matter to the future practice of professional students is often not obvious. The overburdened curriculum leads to learning methods employed purely to pass assessments. The teaching of anatomy to students in the clinical speech and language degree course in Trinity College, Dublin,
has been compared with that taught in other schools both in the UK and further afield. It would appear that although schools differ in certain aspects, e.g. methods of assessment, the general teaching pattern of more lectures than practicals prevails. Few other teaching methods are employed and the courses seem to be teacher-centred
and examination-driven. However, the majority of schools recommend an individual course tailored to suit their students' needs, preferably taught in association with physiology or as a conjoint course. The systematic approach to teaching anatomy is favoured, although for practical purposes regional teaching is often the method used.

Key words: anatomy, teaching methods, curriculum.

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Discussion paper: The Dialogical Approach in Speech and Language Therapy

Regina Maria Freire

The objective of this paper is to propose an alternative approach to language delay in speech and language therapy that differs from those defended by traditional speech and language therapy with respect to the following points. First of all, the therapist is seen as a practitioner whose own language in therapy will structure the language of the
client - the subject of therapy. Second, language therapy focuses its investigation on the dyadic interaction caused by the therapy and conceived as the privileged place for (re)constructing oral and written language. Third, therapy attempts to understand language deviations - the "pathology" - by means of language itself,
without resorting to other domains which ended up by removing the specificity of the object of therapy. The dialogical approach in speech and language therapy allows the constitution of a new dimension of the therapy, of the speech and language therapist and of the "patient", granting speech and language therapy the constitution of its own object of study.